education and development disconnect in nigeria

Journal of Economics and Sustainable Development www.iiste.org

ISSN 2222-1700 (Paper) ISSN 2222-2855 (Online)

Vol.5, No.23, 2014

44

Education and Development Disconnect in Nigeria: Education for

Sustainable Development (ESD) as the 21st Century Imperative

for Nigeria’s National Transformation, Sustainable Development

and Global Competitiveness

Leonard Chidi Ilechukwu

Arts Education,Faculty of Education,University of Nigeria, Nsukka

Email: [email protected]

Collins Chibuzo Njoku

Institute for Development Studies,University of Nigeria, Enugu Campus

Felix Okechukwu Ugwuozor

Education Foundations,Faculty of Education,University of Nigeria, Nsukka

Abstract

The paper examines Education and Development Disconnect in Nigeria and makes a case for education for

Sustainable Development (ESD) as the critical path to Nigeria’s sustainable development and global

competitiveness. The paper submits that education is the pivot of national transformation and development, but

Nigeria’s dysfunctional educational system perpetuates and deepens poverty and underdevelopment and

consequently, the resource-rich Nigeria is ashamedly described as a low human development country and as a

country with blunted edges in the United Nations Development Programme (UNDP) Human Development

Reports and the World Economic Forum Africa and Global Competitiveness Reports, respectively. Relying on

secondary data, the paper argues that a human-rights-approach-to-education, investment in quality education,

environmental education, research and innovation, achieving the millennium development goals (MDGs) and

science and technology are prerequisites for Nigeria’s sustainable development and global competitiveness.

Essentially, that Nigeria’s educational system, policies and practices should be reoriented towards sustainable

development, which is a tripod of interdependent and mutually reinforcing pillars of economic growth, human

development and environmental conservation, in an equitable and sustainable manner, for present and future

generations. The paper submits that all curricula and taxonomies of education, including environmental

education are subsumable under ESD which equips individuals and societies with the knowledge, values and

skills to live and work in an equitable secure and sustainable manner and balances economic well-being and

human development with cultural tradition and respect for and protection of earth’s natural resources and

environment. To achieve this, the paper among other recommendations, posits a Virtuous Cycle of Education for

Sustainable Development (VCESD) Model for Nigeria’s national transformation, sustainable development and

global competitiveness.

Keywords:Education, Development, Sustainable Development, Education for Sustainable Development,

Global Competitiveness

Introduction

Education is a basic objective of development and an importance end in itself. An input and output of

development, education is fundamental to the broader notion of expand human capabilities that is the fulcrum of

development. At the same time, education plays a key role in the ability of a developing country to absorb

modern technology and to develop the capacity for self-sustaining growth and development (Todaro and Smith,

2009:369). In other words, education holds the master key that unlocks a country’s potentials towards national

transformation, and sustainable human national development.

Development is an eclectic paradigm of social change aimed at improving the condition and quality of

life of the people, especially that of the majority of the poor and vulnerable people in the society. For

development to be meaningful it has to be sustainable, that is continue for a very long time, without causing

damage to the environment, to the benefit of present and future generations. As Jhingan (2007:22) posits,

sustainable development means that development should “keep going”. It emphasizes the creation of sustainable

improvements in the quality of life of all people through increases in real income per capital, improvements in

education, health and general quality of life and improvements in quality of natural environmental resources.

At the 1992 United Nations Conference on Environment and Developments (UNCED), or the Earth Summit held

in Rio de Janeiro, Brazil, the role of education in promoting sustainable development was made explicit by

Agenda 21, the global action plan for the 21st Century (UNCED, 1992):

“Education… should be recognized as a process by which human beings and societies



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can reach their fullest potential. Education is critical for promoting sustainable

development and improving the capacity of the people to address the environment and

development issues”

Agenda 21 was adopted and signed by 178 countries including Nigeria in Rio. Ten years after Rio (or

Rio+10), at the 2002 World Summit on Sustainable Development (WSSD) in Johannesburg, the world

community came together to review progress and accomplishments of the Earth Summit and to adopt concrete

measures and targets for better implementation of Agenda 21, and the more recent Millennium Development

Goals (MDGs).

Hence, the developed countries have made huge investments in accessible and quality education in

deference to United Nations Educational Scientific and Cultural Organization’s (UNESCO) minimum standard

of 26 percent annual budget, as their mantra and swansong. It is for this reason coupled with responsible

leadership and good governance that the developed countries occupy honorable mention and high rankings in

United Nations Development Programme (UNDP), Human Development Index (HDI) and UNESCO’s Global

Monitoring Report (GMR).

Accordingly, the race by all countries to achieve Education for All (EFA), by 2015 in consonance with

the Millennium Development Goals (MDGs) has produced finishers. UNESCO (2008) Global Monitory Report,

GMR, says countries in North America, Europe and Asia have breasted the tape. Unfortunately, the GMR named

Nigeria among 129 countries lagging behind. Finland, at present, leads in mathematic and in the sciences

(UNESCO, 2008) . Finland’s schools are considered the best in the world (Adekeye, 2008:121). The

Scandinavian countries including Finland, Norway, Sweden and Demark have consistently topped the scales in

terms of investment in education, particularly higher education which they are able to achieve through an

effective tax system. Again, in terms of funding of research and development relative to the Gross Domestic

Product, GDP, Scandinavian countries are still among the leading European nations (Mordi, 2008:34). This is

also true of regional powers like Cuba, Japan and South Korea, and the rapidly developing large “BRIC”

countries (Brazil, Russia, India and China) World Economic Forum, World Bank, Africa` Development Bank,

2007).

No nation can develop without a massive investment in the educational system. This is because a

country’s development is tied to the quality of its human resources, which is the most important and critical

factor of production and development. The neglect and under funding of education in Nigeria and the consequent

decaying in the public school system have led to a huge disconnect between education theory and practice and an

upsurge in the number of private schools, were children of the rich are educated. While the private rich take their

children to schools in Europe and America, the vast majority of the poor who attend public schools bear the

brunt of the rot in the system. But this is an anomaly since a country is as good as its people. According to Mordi

(2008:43) even in a system where the private schools are expected to play a significant role in education, it is

necessary for government to set good example for the former to follow by making sure public school are well

funded, with conducive learning environment, adequate facilities and an attractive remuneration for the teachers

to teach culturally-relevant curriculum that reflects the needs of the country.

To reverse the current trend, it is necessary for the country to have a policy reversal that accord

education a pride of place on the list of national priorities for sustainable human and national development. This

is more so with Nigeria’s ashamedly oxymoronic status as a rich but poor nation and global warming, climate

change, global economic meltdown and financial crisis constituting global commons that put a nations

development strides in jeopardy if not well managed with strong knowledge – based adaptation and mitigation

strategies. Indeed, the 21st century is knowledge – driven and only countries with optimal investment in

education can be globally competitive and sustainably developed. As posited by Ekpu (2009:5), one of the most

important indicators of a country’s readiness for global competitiveness is education, or the lack of it. ESD

should not just be a concept, but a philosophy and vision of Nigeria’s education.

Conceptual Framework

Education

Education can be conceived as the development of the cognitive, affective and psychomotor domain and abilities

of an individual for optimal function and performance in the society. The individual has to be helped to

maximize his mental, emotional and psychological abilities which will be beneficial to him and the society in

which he belongs. Longman Dictionary of Contemporary English defines education as the process of teaching

and learning usually at school, college or university (Longman, 2007:501). Implicit in this are the existence of

teaching, learning and training activities meant to impact information, knowledge, skills, and competences for

individual and societal improvements and development. Hence, Osuji (2004:5) posits that the essence of

education is the harmonious development of the individual’s physical, mental, spiritual and social powers, so

that he or she is equipped to offer useful service to God and humanity, suffice it to say that “education is the

acquisition of knowledge, the aggregate of all processes through which a person develops ability, skills, attitudes



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and other forms of behaviour with positive value in the society in which he lives. (Ehiametoler in Okecha,

2008:21). Education is a life long process which frees a man from ignorance and superstition. Education

enhances the quality of an individual and enables him to build up his personality in such a way that he is able to

play an effective role in the development of the society he belongs (Okecha, 2008:21)

There are three forms of education: formal education, which we receive in schools, non-formal

education, obtained from a semi-formal setting such as being an apprentice in a carpentry workshop; and

informal education obtained from the streets, church, mosque, farm, market, peer groups, and family. These

forms of education are the contributory factors in an individual’s overall personality and perception of the world

around him. There is no barrier to education. This explains why an old English woman many years ago sat for

and passed ‘O’ level examination at the age of 90. She performed the feat after her son, a physics professor, had

retried from a British University (Okecha, 2008:21)

Etymologically, education has two fold definitions. From this dual definitions nature and nurture rear

their polemic heads. Two schools of philosophy are involved in this, namely pragmatic or realistic and idealistic

schools. One school sees education as coming from the Latin world educere, which means to lead out. The

school that holds this theory is made up of idealistic like Plato. According to this school, a learner has innate

ideas which need to be expanded (Nwubuisi, 2008:5)

The second school of thought believes that education originates from the Latin word educare, which

stands for “to form”. It is the stand of this school that a child’s or leaner’s mind is “tabula rasa”, it is the stand

of this school that when a child is born, his mind is blank or is like erased slate or board on which to write. It is

the sensations that come from external world which put impression on the mind and feed it with information and

knowledge (Nwabuisi, 2008:5). This theory has not gone unchallenged. Some scientists maintain that the theory

of tabula rasa should be rejected sometime before birth the baby’s mind becomes in such away that it can

receive some information or data (Nwabuisi, 2008:5)

Development

There are many definitions and conceptions of development some absurd, some sublime, as there are cherries in

Damascus. We have seen many policy measures including those visibly directed against man and his socio-

economic well being described as development initiatives (Onunwa, 1997:16). As a post world war

phenomenon, development was described as economic growth (Mier, 1976:5). That is, as the ability of society to

achieve a rapid and sustained rise in the output of all gainful economic ventures. Emphasis was placed on only

how society could increase output in its tangible forms. No similar attention was given on how justice is to be

achieved in the distribution of what has been produced. The source of technology and skills engaged in

production was not also considered (Onunwa, 1997:16-17).

Is the goal merely to achieve national wealth, or is it something more subtle? Improving the well-being

of the majority of the population? Ensuring peoples freedom? Increasing their economic security? The

inadequacies in the logic of economic growth led to a paradigm shit.

Recent United Nations documents emphasize “human development” measured by life expectancy, adult

literacy, access to all levels of education, as well as peoples’ average income, which is necessary condition of

their freedom of choice (Soubbotina, 2004:7). In a broader sense, the notion of human development incorporates

all aspects of individuals’ well-being from their health status to their economic and political freedom. According

to the Human Development Report 1996, published by the United Nations Development Programme, “Human

Development is the end, economic growth a means” (Soubbotina, 2004:8). Hence, the development of a country

is measured with statistical; indices, such as Gross Domestic Product (GDP) or per capital income, literacy rate

and life expectancy. These constitute the Human Development Index (HDI) as enunciated in the UNDP Human

Development Reports.

It is true that economic growth, by increasing a nation’s total wealth, also enhances its potential for

reducing and solving other social problems. But history offers a number of examples where economic growth

was not followed by similar progress in human development. Instead growth was achieved at the cost of greater

inequality, higher unemployment, weakened democracy, loss of cultural identity, or over consumption of natural

resources needed by future generations (Soubotina, 2004:8). As the links between economic growth and social

and environmental issues are better understood, experts including economists tend to agree that this kind of

growth is inevitably unsustainable – that it cannot continue along the same lines for long (Soubbotina, 2004:8)

Consequently, there was again a paradigm shift from economic growth to human development and now

sustainable development which integrates and balances economic, social and environmental issues and concern

in the development question. The issues at stake in sustainable development are economic growth, human

development, and environmental protection and conservation. In other words, sustainable development is about

Economic, Social and Economic Sustainability (ESES). The objective of sustainability requires the protection of

the natural resources upon which future development depends. For many advocates of the sustainable

development model, valuing nature and non-human life forms in an intrinsic way has also become an integral



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part of development (Baker, 2006:5). It seeks to reconcile the ecological, social and economic dimensions of

development, now and into the future, and adopt a global perspective in this task. It aims at promoting a form of

development that is contained within the ecological carrying capacity of the planet, which is socially just and

economically inclusive (Baker, 2006:5)

According to the classical definition given by the United Nations World Commission on Environment

and Development in 1987, development is sustainable if it “meets the needs of the present without compromising

the ability of future generations to meet their own needs” (WCED, 1987 in Soubbotina, 2004:9; Baker, 2006:6;

Nwosu and Uffoh, 2005; Jhingan, 2007:22iif; and Todaro and Smith, 2009:485). Sustainable development could

probably be otherwise called “equitable and balanced” meaning that, in order for development to continue

indefinitely, it should balance the interests of different groups of people, within the same generation and among

generations, and do so simultaneously in three major interrelated areas – economic, social and environmental

(Soubbotina, 2004:9-10).

Sustainable development can also be likened to a pyramid as graphically illustrated below:

Challenges of Nigerian Educational System

The constitution of Nigeria gives all citizens the right to education. But the delivery of education in Nigeria has

suffered from years of neglect, compounded by inadequate attention to policy frameworks within the sector.

Findings from ongoing educational sector analysis confirm the poor state of education in Nigeria. The national

literacy rate is currently 57 percent. Some 49 percent of the teaching force is unqualified. There is acute shortage

of infrastructure and facilities at all levels. Access to basic education is inhibited by gender issues and socio-

cultural beliefs and practices, among other factors (NPC, 2004:34). Wide disparities persist in educational

standards and learning achievements. The system emphasizes theoretical knowledge at the expense of technical,

vocational, and entrepreneurial education. School curricula need urgent review to make them relevant and

practice oriented (NPC, 2004:34).

Okecha (2009:22) notes that the entire educational system has been bedeviled by a myriad of problems,

the situation worsening day by day. These man-made problems include poor funding; shortage of quality staff;

dearth of infrastructure; inadequate classrooms and offices for teaching and research; shortage of books and

journals; indiscipline; inconsistent and ill-conceived policies; corruption at high and low places; cultism;

irregular payments of salaries; examination malpractices; embezzlement of fund; low staff-student ratios; poor

record keeping; fraud and self deception with regard to accreditation; infringements of institutional autonomy

and freedom and disharmony among unions in appointment of headmasters; or headmistresses, principals,

provosts, rectors and vice chancellors; failure to send staff regularly on short courses to improve and enhances

their competences; and the fact that government often reneges on the mutual agreements between it and the

unions of educational institution.

Similarly, FME (2000) in FGN and UNICEF (2001:156) identified these challenges as: The near

absence of a strong philosophical and socio-cultural foundation for education; Societal disaffection with the

educational systems; inadequate access at all levels; the extremely depressed state of infrastructure and facilities;

lack of relevance, appropriateness and responsiveness in the curriculum; an over-emphasis on rote learning;

Endemic strike by students and teachers; persistence of all the educational disparity between different zones of

the country; persistence of gender gap in enrolment, participation and achievement; low female enrolment in

basic education and body drop-out in certain areas of the country; wide gap between the intention and

achievements with the National Policy on Education; problems of organization and management; out-dated

examination practices and an examination-led school system; management that leaves a lot to be desired;

deficiencies in educational monitoring and evaluation procedures; inadequate funding; lack of reliable statistical

data.

Nigeria’s Development Profile

Nigeria is a Federal Republic comprising thirty-six (36) states and the federal capital territory (FCT) Abuja. The

states form the second tier of government and are further sub-divided into 774 local government areas (LGAs),

which constitute the third tier of government. Niger covers land area of 923, 769 square kilometers (909, 890

square kilometers of land and 13, 879 square kilometers of water) (FRN, 2012:8)

With a rich diversity of culture, ethnic group, language and dialects, Nigeria is the most populous

country in Africa with 2006 census population of approximately 140 million and projected at 154, 729,000 in

2009 (NPC, 2006; FRN, 2010). An estimated 48 percent of the population is urbanized and 52 percent of Nigeria

lives in rural areas. Close to 60 percent of Nigerians work in agriculture and annual population growth rate 2000-

2008 was estimated at 3.2 percent (FRN, 2005, 2006, 2010).

With a wide range of favourable climates, vegetation, forest and water resources, Nigeria possess the

potential for a wide – ranging agricultural sector, but the bulk of government revenues comes from oil, leaving

the agricultural and non oil sectors underdeveloped or untapped. The annual growth rate in Nigeria during the



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last decade of the 20th

century has been relatively low, averaging 3%. The population has grown appropriately

the same rate, suggesting that the welfare of the average Nigerian has not improved significantly (FRN, 2006:9).

Despite sustainable reforms over the years, government service delivery is still poor. Analysis of Federal

Government Capital expenditure shows that the share of national expenditure allocated to social services

especially health and education, has been relatively low. Similarity low capacity to deliver public services

impairs access to basic public goods (FRN, 2006:9)

A variety of challenges have militated against Nigeria’s quest for sustainable growth and development.

These include inadequate human development, inefficient agricultural systems, weak infrastructure; lackluster

growth in the manufacturing sector, a poor policy and regulatory environment and mismanagement and misuse

of resources (FRN, 2010:8). NPC (2004:7-10) adds that the development challenges facing Nigeria are low per

capital income, volatile macroeconomic aggregates, low growth rate, inefficient public sector, high debt rate,

high urbanization rate, unlikelihood of meeting the Millennium Development Goals (MDGs), dysfunctional

education system and underdeveloped private sector.

In conclusion, despite its oil wealth, Nigeria is one of the world’s poorest countries with the largest

population of the poor in Africa (FRN 2006: 9). This is attributable to a Resource Curse and Dutch disease,

consequent upon bad governance, poor leadership, corruption, a rentier state and dysfunctional education. The

table below depicts Nigeria’s develop profile.

In table 1 below, it is glaringly uncomfortable that Nigeria is a low human development country,

occupying 142nd

position out of 171 countries in the HDI 2010 ranking of countries by UNDP using such indices

or indicators as life expectancy, literacy rate and GNP per capita. This is largely due to poor investment in

human capital which the real wealth of nations and pathways to human development, especially as it concerns

education and health.

Measuring Competitiveness

In order to assess national competitiveness, the World Economic Forum (WEF) has developed the Global

Competitiveness Index (GCI). Competitiveness is defined as the set of institutions, policies and factors that drive

productivity and therefore set the sustainable current and medium levels of economic prosperity (Blanke,

2007:5). In other words, competitiveness is the factors and pillars that drive and sustain economic growth and

development in a country when benchmarked with other countries of the world.

The GCI groups the factors that drive national and global competitiveness into nine pillars: These

pillars are:

1. Institutions (public and private)

2. Infrastructure

3. The macro economy

4. Health and primary education

5. Higher education and training

6. Market efficiency (goods, labour, financial),

7. Technological readiness

8. Business sophistication; and

9. Innovation (WEF, World Bank and ADB, 2005; Banke 2007:5)

Each of these factors and pillars are critical and must work in synergy to ensure national and global

competitiveness. According to Blanke (2007:6), pillars 1-4 constitute basic requirements, pillars 5-7 are

efficiency enhancers, and pillars 6 and 9 are the innovation and sophistication factors.

Nigeria’s global competitiveness in comparison with other countries in Africa and the world is shown in tables 2

and 3 below:

In table 2, Nigeria’s overall global rank is 102 out of 128 countries, a depression of the country’s rank

of 83 in 2005/2006. It is instructive to note that in the three different groupings and nine pillars of GCI, Nigeria

had its worst rankings in health and primary education (119), infrastructure (108), and higher education and

training (103). These are educational Infrastructure indicators and outcomes which drive and sustain

development and global competitiveness .

In table 3, Nigeria with overall global rank of 102, is worse off compared with other African countries

and BRIcs (Brazil, Russia, India and China). In particular, Tunisia is the leader in Africa (29), followed by South

Africa (46), Mauritius (58), Egypt (65), Morocco (72), Libya (73), and Algeria (76). In the NRICs, India holds

the ace (42), followed closely by China (55), Russia (61) and Brazil (67) respectively.

Education for Sustainable Development

In December 2002, the United Nations Generally Assembly adopted resolution 57/254 to put in place a United

Nations Decade of Education for Sustainable Development (DESD), spanning the years 2005 to 2014, with the

United Nations Educational Scientific and Cultural Organization (UNESCO) as the lead agency for the Decade.



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The overall goal of the Decade of Education for Sustainable Development is the integration of the principles,

values and practice of sustainable development into all aspects of education and learning. The decades four key

objectives are:

1. Facilitating networking and collaborating among stakeholders in Education for Sustainable

Development (ESD).

2. Fostering greater quality of teaching and learning in ESD

3. Supporting countries in achieving their Millennium Development Goals (MDGS) through ESD efforts.

4. Providing countries with new opportunities and tools to incorporate EDS in education reform efforts.

The Political Development adopted at the World Summit in Sustainable Development (WSSD, 2002)

states that sustainable development is built on three “interdependent and mutually reinforcing pillars” –

economic growth, social development and environment protection and sustainability, which must be established

at local, national, regional and global levels, ESD is therefore an approach to teaching and learning based on the

ideals and principles that underlie sustainability – human rights, poverty reduction, sustainable livelihoods,

international understanding, global solidarity, environmental protection, democracy, health, biological and

landscape diversity, climate change, gender empowerment and equity, protection of indigenous cultures. The

role of Education for Sustainable Development (ESD) is to help people develop the attitudes, skills and

knowledge to make informed decisions for the benefit of themselves and others, now and for the future, and to

act upon those decisions.

Chapter 36 of Agenda 21, adopted at the 1992 Earth Summit in Rio, identifies four major thrust for

Education for Sustainable Development.

1. Promoting and Improvement of Basic Education.

2. Reorienting Existing Education at all levels to Address Sustainable Development.

3. Developing public Understanding and Awareness of Sustainability.

4. Training.

Promoting and improvement of basic education is in tandem with MDG 2 which is achieving universal

primary education. Reinventing existing education involves educational reform. This includes more principles,

skills, perspective and values that are quantitative, qualitative, appropriate and relevant to the socio-cultural

environment and school curricular must include the many complex facets of sustainability.

In public understanding and awareness, ESD requires a population that is aware of the goals of

sustainable society. For example, education being essential in public health of efforts to stop the spread of

specific diseases such as HIV/AIDS, polio, tuberculosis, cholera and malaria.

Training, which is the fourth principle, presupposes that the world or society needs a literate and

environmentally aware citizenry and workforce to help guide nations in implementing their sustainability plans

and programmes. All sections including business, industries, higher education, governments, Non-Governmental

Organizations (NGOs), and Community – Based Organizations (CBOs), Faith-Based Organizations (FBOs) and

other Civil Society Organizations (CSOs) are encouraged to train their leaders and workers in environmental

management. Training is distinct from education because it is often specific to particular job or class of jobs.

Formal, non-formal and informal education are involved in ESD. Formal education cannot implement

ESD alone. Because ESD is a lifelong process, the formal, non formal and informal education sectors should

work together to accomplish ESD goals and objectives.

Education as the foundation of sustainable development was affirmed at the World Summit for

Sustainable Development (WSSD). The plan of implementation recognized education as critical for sustainable

development in its own rights, but also saw education as a key agent for change and a tool for addressing such

questions as gender equality, rural development, health care, HIV/AIDS, production and consumption patterns.

The plan also called for synergy among global initiatives in education, specifically mentioning the Dakar

Framework for Action on Education for All (EFA); in which literacy, gender issues and quality education play

central roles and are essential for sustainable development and the Millennium Development Goals (MDGs) on

universal primary education.

Education for Sustainable Development (ESD) is a holistic virtuous cycle of educational enterprise,

teaching and learning, which is globally and locally relevant for economic growth, human empowerment and

development and environmental protection. ESD mainstreams the principles and values of sustainable

development in its policies, curriculum and pedagogy for economic, social and environmental sustainability in

an inclusive, equitable, and secure manner.

The Africa region launched the Decade of Education for Sustainable Development (DESD) and its

regional strategy of Education for Sustainable Development for Sub-Sahara Africa (SSAESD) at the biennial

meeting of the Association for the Development of Education in Africa (ADEA) at Libreville, Gabon, on 27-31

March, 2006 (UNEP, 2010). The Ministerial Statement of Commitment and call for support and action on the

SSAESD underline the importance of ensuring that “Africa cultures, knowledge systems, languages, ways of life

are integrated into frameworks, programmes and activities developed within the Decade” (UNEP, 2010,



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http://www.desd.org/desdcd/africa.html).

The Virtuous Cycle of Education for Sustainable Development (VCESD) Model requires that

educational policies, programmes and actions should promote and sustain and have as its measurable

deliverables and outcomes, economic growth, human development, environmental protection and sustainability,

for the benefit and interest of present and future generations. Any educational enterprise or system that fails to

achieve these, ceases to be virtuous, but vicious, deepening poverty and underdevelopment, and impedes

sustainable development, and global competitiveness. Adopting the VCESD model presupposes human-rights

approach-to-education, quality education at all levels, science and technology, research and innovation,

environmental education, indigenous culture and language education, and achieving the MDGs which is a

prerequisite for ESD. The VCESD model is the critical path to Nigerians sustainable development and global

competitiveness. For education to be a catalyst for national transformation, which is the conference theme, it

should be Education for Sustainable Development (ESD), which unfortunately, is the missing link in the

conference sub-themes.

Challenges of Education for Sustainable Development (ESD) In spite of multiple efforts to strengthen ESD, many challenges remain. In particular, there is a need (UNEP,

2011):

- To ingenerate sustainable science and education.

- To strengthen co-ordination and collaboration between different levels of Education for Sustainable

Development; and

- To mitigate information and knowledge gaps between different parts of the world.

Also, there is the challenge of mainstreaming all educational policies, taxonomy and programmes towards

sustainable development.

Summary, Conclusion and Recommendations This paper has looked at education and development disconnect in Nigeria and mainstreaming Education for

Sustainable Development (ESD) as the 21st century imperative for Nigeria’s development and global

competitiveness. The paper can be summarized as follows:

- A high positive correlation exists between education and development.

- Nigeria’s educational system has many challenges and dysfunctions which have impeded Nigeria’s

development.

- Education for Sustainable Development (ESD) is the panacea. Sustainable development is

mainstreaming economic, social and environment issues and concerns in development agenda, in an

inclusive, equitable, qualitative and secure manner. According to the United Nations World

Commission on Environment and Development (WCED, 1987), sustainable developments “meeting the

needs of the present without comprising the ability of future generation to meet their own needs.

- ESD is the virtuous educational cycle or process of achieving sustainable development – economic

growth, human empowerment, social development and environment protection in an inclusive,

equitable and secure manner.

- Achieving ESD is an inclusive multi-sector enterprise for formal, non-formal and informal education at

different levels and forms of education, the government, Non-Governmental Organizations (NGOs),

Faith-Based Organizations (FBOs), the organized private sector, and the regional and international

community. Quality education, education as a human right, science and technology, environmental

education, indigenous culture and language education are prerequisite for ESD.

- While having a global outlook, ESD should mainstream the local environment in educational policies

and programmes. This is the globalization and globalization debate and paradigm.

- The VCESD Model is critical in achieving ESD in Nigeria.

Conclusively, Education for Sustainable Development (ESD) is the 21st century, virtuous holistic education

process or cycle and cutting edge imperative for Nigeria’s sustainable development and global competitiveness.

Accordingly, to achieve ESD in Nigeria, this paper recommends these action points:

1. Sustainable educational reform which will mainstream and effectively implement the principles of ESD

at all levels and forms of education in Nigeria with quality, measurable indicators and outcomes.

2. Greater intensity and focus in achieving Millennium Development Goals (MDGs) which have a

dialectical relationship with the principles of ESD.

3. Implementing ESD is a long-term process that calls upon all stakeholders, including governments,

educational institutions, business and industry, communities, Non-Governmental Organization (NGOs)

Faith-Based Organizations (FBOs), mass media, donor agencies, the international communities, and

individuals to play a role and embrace the ideals of sustainable development.

4. Creating greater advocacy, awareness and understanding appreciation and implementation of ESD



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through training and capacity building, workshop, seminars, conference and the use of traditional and

modern (tradomodern) communication media.

5. Sector-wide approach (SWA) or a multi-sectoral approach in ownership, partnership, consultation,

collaboration and networks to be adopted.

6. Mainstreaming and promoting education-as-a-human-right, science and technology, research and

innovation, information and communication technologies, monitoring and evaluation, indigenous

language education, environmental education, cultural diversity, peace and conflict studies in our

educational curriculum and national life.

7. Promotion of formal, non-formal and informal education for knowledge, attitudes and skills for poverty

alleviation and human development by optimal investment in quality education in line with UNESCO’s

minimum standard of 26 percent annual budgetary allocation.

8. In collaboration with United Nations Educational, Scientific and Cultural Organization (UNESCO) and

United Nations Environmental Programme (UNEP), adopt Nigeria Decade of Education for Sustainable

Development (NDESD) Framework for Action. This will involve discussions, clarifications, action

plans, and implementation on the multi-sectoral dimension of ESD, as related to environmental,

economic, social, cultural and political issues and their implications for education (curriculum

development, materials production, teacher training and policy making). NDESD will also involve

synergizing with the Millennium Development Goals (MDGs), education for All (EFA), United

Nations Literacy Decade (UNLD), Education for HIV and AIDS (EDUCAIDS), African Union Second

Decades of Education in Africa (AUSDEA), United Nations Decade for Education for Sustainable

Development (UNDESD), African Region Decade of ESD, New Partnership for Africa’s

Development (NEPAD) Environmental Action Plan and the objectives of the Africa Ministerial

Conference on the Environment.

9. Nigeria should spearhead the establishment of West Africa Education for Sustainable Development

(ESD) Network as it is obtainable in other sub-regions of Africa. The West Africa ESD Network will be

collaboration with National ESD steering committees and stakeholders in member countries of the sub-

region. The Network will focus on policy dialogue and strategic planning; vision building; advocacy;

pubic awareness; partnership – building; information sharing such as exhibiting ESD best practices and

innovations, training and capacity building; resource mobilization research, monitoring and evaluation.

The Network will also be a clearing house to compile and share a data base of expertise in the region,

facilitate exchanges and cross-border dialogue and linkages to the global ESD learning space.

10. Mainstreaming Development, Environment and Sustainability into all educational levels, especially

Nigerian Universities. This will be in consonance with United Nations Environment Programme (UNEP)

driven Mainstreaming Environment and Sustainability into Africa Universities (MESA) partnership

(UNEP, 2010). This will offer students, staff and university management a broad orientation to

Sustainable Development and Education for Sustainable Development (ESD) so that future business

and corporate managers, scientists and political leaders will incorporate values and principles of

sustainable development in their decision making, raise awareness and spread a new way of thinking

about development, economy environment and society, beyond institution boundaries inside the overall

urban and rural communities, create opportunities for collaboration projects between universities, civil

society, communities and the private sector, enhance quality and policy relevance of university

education in Nigeria in the context of sustainable development and the achievement of the MDGs, and

contribute to the revitalization of Nigeria’s higher education system.

11. Adoption of an entrepreneurial and research-based educational system, especially in the secondary and

university education. In the emerging competitive global knowledge economy, nothing short of this

could guarantee relevance, sustainability and global competitiveness (Nebo, 2006:15)

References Adekeye, F. (2008), “The Way Out of the Decay”, Tell (Nigeria) Magazine, November 3, p.120

African Regional Initiatives (2011), “Decade of Education for Sustainable Development”, Available at

http://www.desd.org.desdcd/africa.html.

Akunyili, D. (2004), “Counterfeiting, All Great Hindrance to Research and Development “ in Onyegegbu, S. O.

and Otagburuagu, E. J (eds), Research and National Development: Proceedings of the Distinguished Lecture of

the School of Postgraduate Studies (SPGS), University of Nigeria, Nsukka: SPGS.

Baker, S. (2006), Sustainable Development, Oxon: Routledge

Blanke, J. (2007), “Assessing Africa’s Competitiveness in a Global Context”, The Africa Competitiveness

Report, Geneva: The World Economic Forum.

Education for Sustainable Development Canada (2011), “Education for Sustainable Development”, Available at

http://www.esdcanada.ca/25/08/11.



Vol.5, No.23, 2014

52

Education for Sustainable Development, ESD, Available at

http://www.esdtoolkit.org/disccussion/whatisesd.htm10/11/2009.

Ekpu, R. (2009), “Where are we?” Newswatch (Nigeria) Magazine, April 20, p.5

Federal Government of Nigeria and United Nations Children’s Fund, FGN/UNICEF (2001), Children’s and

Women’s Rights in Nigeria: A Wake-up Call, Abuja: National Planning Commission and UNICEF.

Federal Republic of Nigeria, FRN (2005), Nigeria Millennium Development Goals (MDGs) Report, Abuja:

National Planning Commission.

Federal Republic of Nigeria, FRN (2006), Nigeria Millennium Development Goals (MDGs) Report, Abuja:

Office of the Special Assistant to the President on MDGs.

Jhingan, M. L. (2007), The Economics of Development and Planning, 39th

Edition, Delhi: Vrinda Publications (P)

Ltd.

Longman (2007), Dictionary of Contemporary English, Essex: Pearson Education Limited.

Meier, G. M. (1976), Leading Issues in Economic Development, New York: Oxford University Press.

Mordi, R. (2008), “Surviving on a Shoestring Budget”, Tell (Nigeria) Magazine, November 3, p.34

National Planning Commission, NPC (2004) National Economic Empowerment and Development Strategy,

Abuja: (NPC)

Nebo, C. O. (2006), “An Entrepreneurial and Research Based University: Key To Enhanced International

Competitiveness of the Nigerian Economy”, Keynote Address at the National Symposium on Nigerian

Universities and International Competitiveness of the Nigeria Economy, Protea Hotel Nike Lake Resort, Enugu

23rd

November.

Nwabuisi, E. M. (2008), Education for What? 28th

Inaugural Lecture of the University of Nigeria, Nsukka;

Senate Ceremonials Committee.

Nwosu, I. E. and Uffoh, V. O. (2005), Environmental Public Relations Management, Enugu: Institute of

Development Studies University of Nigeria, Enugu Campus.

Okecha, S. (2007), “Education”, Newswatch (Nigeria) Magazine, October 6, p. 21-24.

Onunwa, P. (2007), Thoughts on the Development Question, Owerri: Granite-Will.

Soubbtina, T. P. (2004), Beyond Economic Growth: An Introduction to Sustainable Development, Second

Edition, Washington D. C.: The World Bank.

Todaro, M. P. and Smith, S. C. (2009), Economic Development, Tenth Edition, Essex: Pearson Education

Limited

United Nations Children’s Fund, UNICEF (2006), Annual Report, New York: Division of Communication.

United Nations Conference on Environment and Development, UNCED, (1992), The Global Action Plan for the

21st Century, New York: Oxford University Press.

United Nations Development Porgramme, UNDP (2010) Human Development Reports, HDR, Retrieved at

http://hdr.undp.org/en/statistics/25/08/11.

United Nations Educational, Scientific and Cultural Organization, UNESCO (2008), Global Monitoring Report,

France: UNESCO.

United Nations Educational, Scientific and Cultural Organization, UNESCO (2011), “Education for Sustainable

Development,” Available at http://www.unesco.org/esd/25/08/11.

United Nations Environmental Programme, UNEP (2011), Mainstreaming Environment and Sustainability into

African Universities, MESA. Available at www.unep.org.25/08/11.

World Commission on Environment and Development, WCED (1987), Our Common Future, New York: Oxford

University Press.

World Economic Forum, World Bank and African Development Bank, WEF, WB, ADB, (2007), The Africa

Competitiveness Report, Geneva: WEF.

These are the tripod pillars of sustainable development.



Vol.5, No.23, 2014

53

Fig 1: The Tripod Pillars of Sustainable Development

Fig 2: Pyramid of Sustainable Development



Vol.5, No.23, 2014

54

Table 1: Human Development Index(HDI) 2010 Rankings Very High Human

Development

High Human Development Medium Human Development Low Human Development

1 Norway 43 Bahamas 86 Fiji 128 Kenya

2 Australia 44 Lithuania 87 Turkmenistan 129 Bangladesh

3 New Zealand 45 Chile 88 Dominican Republic 130 Ghana

4 United States 46 Argentina 89 China 131 Cameroon

5 Ireland 47 Kuwait 90 El Salvador 132 Myanmar

6 Liechtenstein 48 Latvia 91 Sri Lanka 133 Yemen

7 Netherlands 49 Montenegro 92 Thailand 134 Benin

8 Canada 50 Romania 93 Gabon 135 Madagascar

9 Sweden 51 Croatia 94 Suriname 136 Mauritania

10 Germany 52 Uruguay 95 Occupied Palestinian Territory

137 Papa New Guinea

11 Japan 53 Cuba 96 Bolivia (Plurinational

state of )

138 Nepal

12 Korea (Republic of) 54 Palau 97 Paraguay 139 Togo

13 Switzerland 55 Libya 98 Philippines 140 Comoros

14 France 56 Panama 99 Botswana 141 Lesotho

15 Israel 57 Saudi Arabia 100 Moldova (Republicof) 142 Nigeria

16 Finland 58 Mexico 101 Mongolia 143 Uganda

17 Iceland 59 Malaysia 102 Egypt 144 Senegal

18 Belgium 60 Bulgaria 103 Uzbekistan 145 Haiti

19 Denmark 61 Trinidad and Tobago 104 Micronesia (Federated States of)

146 Angola

20 Spain 62 Serbia 105 Guyana 147 Djibouti

21 Hong Kong, China (SAR)

63 Belarus 106 Namibia 148 Tanzania (United Republic of)

22 Greece 64 Costa Rica 107 Honduras 149 Cote d’voire

23 Italy 65 Peru 108 Maldives 150 Zambia

24 Luxembourg 66 Albania 109 Indonesia 151 Gambia

25 Austria 67 Russian Federation 110 Kyrgyzstan 152 Rwanda

26 United Kingdom 68 Kazakhstan 111 South Africa 153 Malawi

27 Singapore 69 Azerbaijan 112 Syrian Arab Republic 154 Sudan

28 Czech Republic 70 Bosnia and Herzegovina 113 Tajikistan 155 Afghanistan

29 Slovenia 71 Ukraine 114 Viet Nam 156 Guinea

30 Andorra 72 Iran (Islamic Republic of) 115 Morocco 157 Ethiopia

31 Slovakia 73 The Former Yugoslav Republic of Macedonia

116 Nicaragua 158 Sierra Leone

32 United Arab

Emirates

74 Mauritius 117 Guatemala 159 Central African Republic

33 Malta 75 Brazil 118 Equatorial Guinea 160 Mali

34 Estonia 76 Georgia 119 Cape Verde 161 Burkina Faso

35 Cyprus 77 Venezuela (Bolivarian

Republic of)

120 India

162 Liberia

36 Hungary 78 Armenia 121 Timor-Leste 163 Chad

37 Brunei Darussalam 79 Ecuador 122 Swaziland 164 Guinea-Bissau

38 Qatar 80 Belize 123 Lao People’s Democratic Republic

165 Mozambique

39 Bahrain 81 Colombia 124 Solomon Islands 166 Burundi

40 Portugal 82 Jamaica 125 Cambodia 167 Niger

41 Poland 83 Tunisia 126 Pakistan 168 Congo (Democratic Republic of the)

42 Barbados 84 Jordan 127 Congo 169 Zimbabwe

85 Turkey 128 Sao Tome and Principe 170

86 Algeria 171

87 Tonga

Source: UNDP (2010). Human Development Report, the Real Wealth of Nations: Pathways to Human

Development. (http://hdr.undp.org/en/statistics/)



Vol.5, No.23, 2014

55

Table 2: Nigeria Competitiveness Index 2007 Overall Rank

(Out of 128)

Score

(1-7)

Global Competitiveness Index 2007……... 102 ………. 3.5

GCR 2005 -06 out of 117 economies ……... 83 ………... 3.7

Basic Requirements ……………………… 113 ………. 3.6

1st Pillar: Institutions ……………………… 93 ………... 3.5

2nd Pillar: Infrastructure …………………… 108 ………. 2.3

3rd Pillar: Macro economy ………………… 57…………. 4.6

4th Pillar: Health and Primary Education …. 119 ………. 4.0

Efficiency Enhancers …………………….. 90………… 3.3

5th Pillar: Higher education and training ….. 103……….. 3.0

6th Pillar: Market Efficiency ………………. 71 ………… 4.1

7th Pillar: Technological Readiness ……….. 90 ………… 2.8

Innovation Enhancers …………………… 69 ………… 3.6

8th Pillar: Business Sophistication ………… 75 ………… 3.9

9th Pillar: Innovation ………………………. 52…………. 3.3

Source: World Economic Forum, the World Bank and African Development Bank (2007), The African

Competitiveness Report, p. 166.

Table 3: The Global Competitiveness Index 2007: Nigeria and Comparators

SUB INDEXES Overall Index Basic Requirements Efficiency

Enhancers

Innovation Factors

Country/Region Rank Score Rank Score Rank Score Rank Score

Algeria 76 3.98 44 4.91 92 3.30 92 3.2

Egypt 65 4.09 64 4.55 75 3.63 65 3.63

Libya 73 4.00 45 4.87 95 3.25 97 3.16

Morocco 72 4.02 70 4.45 77 3.60 73 3.54

Tunisia 29 4.72 33 5.27 40 4.34 28 4.42

North Africa Average 4.09 4.67 3.58 3.56

SUB-SAHARAN AFRICA

Angola 128 2.50 128 2.48 126 2.51 126 2.52

Benin 107 3.41 106 3.74 107 3.04 90 3.23

Botswana 83 3.83 82 4.30 80 3.54 98 3.15

Burkina Faso 119 3.10 124 3.17 112 2.96 86 3.27

Burundi 127 2.62 127 2.73 127 2.46 121 2.66

Cameroon 111 3.32 108 3.71 117 2.91 104 3.05

Chad 126 2.64 126 2.90 128 2.35 125 2.53

Ethiopia 123 3.00 118 3.31 123 2.69 119 2.72

Gambia 104 3.45 105 3.84 103 3.11 115 2.89

Kenya 97 3.61 109 3.70 83 3.47 59 3.73

Lesotho 115 3.24 107 3.72 122 2.81 123 2.59

Madagascar 113 3.29 114 3.60 116 1.92 91 3.23

Malawi 120 3.09 119 3.30 119 2.87 112 2.93

Mali 122 3.04 123 3.19 121 2.83 96 3.17

Mauritania 118 3.18 117 3.41 113 2.94 108 2.98

Mauritius 58 4.22 50 4.74 62 3.88 47 3.84

Mozambique 124 2.97 122 3.25 124 2.63 118 2.86

Namibia 88 3.76 72 4.44 33 3.29 88 3.25

Nigeria 102 3.49 113 3.60 90 3.33 69 3.60

South Africa 46 4.42 57 4.66 45 4.24 29 4.35

Tanzania 108 3.40 115 3.56 96 3.17 77 3.49

Uganda 116 3.21 121 3.27 100 3.12 83 3.30

Zambia 117 3.21 116 3.52 109 3.01 127 2.43

Zimbabwe 121 3.07 125 3.09 108 3.03 94 3.18

Sub-Saharan Africa Average 3.29 3.55 3.05 3.12

BRICs

Brazil 67 4.08 88 4.23 58 3.96 38 4.09

China 55 4.25 47 4.82 72 3.66 57 3.75

India 42 4.47 63 4.56 41 4.33 26 4.60

Russian Federation 61 4.13 68 4.49 59 3.96 72 3.55

Latin America and Caribbean Average

4.25 4.53 4.01 3.90

Southeast Asia Average 4.25 4.53 4.01 3.90

Note: All Averages are weighted by population.

Source: World Economic Forum, the World Bank and African Development Bank (2007), The African Competitiveness

Report, p.166



Vol.5, No.23, 2014

56

A graphic, integrated, dialectical and virtuous cycle of ESD is illustrated below:

Fig 3: A Virtuous Cycle of Education for Sustainable Development (VCESD) Model

Education for

Sustainable develop (ESD)

Economic Growth

Human Development

Environmental Protection and

Sustainability

Education Policies, Programmes and Actions

(Quality Education)

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